內容與語言整合性學習原則融入職前教師之教育社會學課程教學：準實驗研究 Content and Language Integrated Learning for Teaching the Theoretical Language of Sociology of Education to Preservice Teachers: A Quasi-Experimental Study

Abstract

本研究旨在針對臺灣師資培育課程中，職前教師對學習教育社會學專有術語，以及連結理論概念與教育政策或實務之學習困難，期能透過「內容與語言整合性學習」（CLIL）原則融入課程的教學試驗，瞭解其對職前教師學習教育社會學成效之情形。為達研究目的，本研究 採取非相等控制組設計的準實驗研究，以臺灣一所綜合性大學修習師資培育課程中教育社會學師資生為對象，共計 118 名，其年紀範圍是 20～24 歲，分為實驗組 58 人及對照組 60 人。 實驗組將 CLIL 原則融入教學，結合心智圖法、即時反饋系統，以及小組討論活動強調教學過程中專有術語與生活情境之相互連結。本研究採用期末考成績和調查問卷進行 t 檢定與相關分析，結果顯示實驗組與控制組的期末考成績差異達顯著（t = -2.383, p = .019），且實驗組 （= 79.81）的平均測驗分數高於控制組（= 75.81）。甚者，採用李克特五點量表計分的調查問卷，其全量表平均數達 3.86，而在因素分析方面，在選取特徵值大於 1 之原則下，抽離出三個主要因素，如：「提升知能」（Cronbach’s α = .92）、「學習認同」（Cronbach’s α = .91），以及「接納態度」（Cronbach’s α = .73），皮爾森相關分析更可見三個因素之間呈現中度相關。綜觀上述而論，本研究結果發現 CLIL 原則融入在教育社會學課程中確實對師資生的學習成就產生 顯著影響，並能提升師資生對教育社會學的理解與敏覺度，且師資生對 CLIL 原則運用在學習教育社會學歷程的提升知能、學習認同感，與其對課程學習的接納態度息息相關。 In this study, the principles of content and language integrated learning (CLIL), used for teaching a foreign language, were applied to teaching a theoretical language and the sociology of education (SOE). A quasi-experimental design with a nonequivalent group was employed, and 118 students aged 20-24 years were recruited from a teacher education program at a Taiwanese university and assigned to one of two groups: the experimental group comprised 58 students, and the control group comprised 60 students. The experimental group taught SOE integrating CLIL principles, including strengthening the connection to specific terminology, mind mapping involving communication and problem solving, interactive response systems, and team discussions on the terminology in context. The preservice teachers’ final examination was used to establish validity, and a self-developed questionnaire was collected and analyzed to understand the participants’ perceptions of SOE learning and the integration of CLIL into teaching. A t test and correlation analysis were applied to the examination scores. The t test verified that the scores for the two groups differed significantly (t = -2.383, p = .019), and the mean of the score for the experimental class (= 79.81) was higher than that of the control class (= 75.08). Moreover, the mean total score of the self-developed questionnaire on a 5-point Likert scale was 3.86. The factor analysis results demonstrated that three factors had eigenvalues > 1: “enhancing knowledge” (Cronbach’s α = .92), “learning recognition” (Cronbach’s α = .91), and “acceptance attitude” (Cronbach’s α = .73). A Pearson r analysis demonstrated moderate correlations among the three factors. The results revealed that integrating the principles of CLIL into the teaching of SOE had a significant effect on preservice teachers’ learning of the theoretical language. Moreover, they positively perceived the enhancement of SOE knowledge, recognition, and acceptance through CLIL. This study highlights that CLIL can be applied to the teaching of a theoretical language and contribute to our understanding of SOE learning.

Keywords

• 內容與語言整合性學習
• 職前教師
• 教育社會學
• 臺灣
• 師資培育
• content and language integrated learning
• preservice teachers
• sociology of education
• taiwan
• teacher education